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REGIONAL  LIBRARY  FACILITY          _||^^^^^^^^^^^^^^^^^^^^B 

Le45 


THE  ACT, 
WITH  A  WORKING  PLAN 


AND 


Forty  Lessons  in  English 


Published  by 

The  Commission  of  Immigration  and  Housing 
of  California 


Copyright  applied  for. 


California 

egional 

acility 


Califobnia 

State  PRrNTiNo  Office 

1916 


.s 


The  Home  Teacher 


THE  ACT, 
WITH  A  WORKING  PLAN 

AND 

Forty  Lessons  in  English 


Published  by 

The  Commission  of  Immigration  and  Housing 
of  California 


Copyright  applied  for 


UNiVii 


2161'i 


LIBRARY 

California 

State  Printing  Office 

1916 


PREFACE. 

The  act  creating  the  home  teacher  is  the  direct  result  of  volunteer, 
overtime  work  by  teachers  in  the  Los  Angeles  Neighborhood  Schools. 
They  demonstrated  to  the  satisfaction  of  the  Commission  that  the  aims 
to  Ibe  accomplished  by  district  visiting  can  best  be  achieved  by  teachers 
instead  of  outside  agencies. 

The  law  is  merely  permissive  and  it  is  hoped  it  will  come  into  opera- 
tion gradually,  since  the  careful  establishment  of  correct  precedent  is 
of  primary  importance.  Everything  depends  upon  the  pioneer  workers 
being  well  balanced  personalities  with  an  all-around  understanding 
both  of  the  letter  and  the  spirit  of  the  home  teacher  law.  They  must 
not  be  primarily  cooking  teachers,  sewing  teachers,  or  English  teachers, 
but  teachers  of  improved  living. 

One  object  is  to  bring  educational  opportunities  to  tlie  mother  direct 
instead  of  putting  her  off  with  vicarious  enlightment  tlu'ough  her  chil- 
dren :  the  old  way  that  has  proven  itself  not  only  ineffectual  but 
actually  fruitful  of  harm. 

The  plan  of  work  and  the  forty  lessons  in  English  herein  submitted 
are  merely  tentative.  We  ask  for  constructive  criticism  which  will 
lead  to  tlieir  improvement. 

COMMISSION  OP  IMMIGRATION  AND  nOIISINCr 
OF  CALIFORNIA. 

'SI AMY  S.  Gibson. 
Edward  J.  Hanna. 

]*ATJL    SCHARRENBERG. 

Jamks  If.  McBride. 
SiAU)x  J.  Lumx. 


2— 21G17 


I  III.  IIOMK  TEACIii:K  ACT. 

ClIAI'TEK    37, 

(Statutes  of  California,   1'J15.) 

An  (let  It)  (idil  a  new  seclion  to  Ihc  Political  dodc  to  he  iium- 
hirid  si.rhrn  hundred  seventeen  b,  nhilinfj  lo  the  employ- 
ment of  home  teachers. 

(Ai>piovc'd  April  10,   1!)!;"..     In  effect  August  8,  1915.) 

The  people  of  the  State  of  California  do  eiiact  as  follows: 
Section  ].     A  new  section  is  hereby  added  to  the  Political 
Code,  to  bo  nuinberod  section  sixteen  liundred  seventeen  h,  and 
to  read  as  follows: 

ul.Xis.  1617&.     Boards  of  school  trustees  or  city  boards  of  educa- 

tion of  any  school  district,  may  employ  teachers  to  be  known 
as  "home  teachers,"  not  exceeding  one  such  home  teacher  for 
every  five  hundred  units  of  average  daily  attendance  in  the 
common  schools  of  said  district  as  shown  by  the  report  of  the 
county  supi'rintendent  of  schools  for  the  next  preceding  school 
year.  It  shall  be  the  duty  of  the  home  teachers  to  work  in 
the  homes  of  the  pupils,  instructing  children  and  adults  in 
matters  relating  to  school  attendance  and  preparation  there- 
for; also  in  sanitation,  in  the  English  language,  in  household 
duties  such  as  purchase,  prejiaration  and  use  of  food  and  of 
clothing  and  in  the  fundamental  principles  of  the  American 
system  of  government  and  the  rights  and  duties  of  citizenship. 

JaMulIs!  '^'lit^  qualifications  of  such  teachers  shall  be  a  regular  kinder- 
garten primary,  elementary  or  secondary  certificate  to  teach 
in  the  schools  of  California  and  special  fitness  to  perform  the 
duties  of  a  home  teacher;  provided,  that  the  salaries  of  such 
teachers  shall  be  paid  from  the  city  or  district  special  school 
funds. 


FOREWORD.* 

It  was  a  wise  person  who  first  said  "Charity  sliould  begin  at  home"; 
it  was  a  wiser  one  who  added,  ' '  but  should  not  stay  there. ' ' 

The  school  people  were  wise  in  the  days  when  they  said :  ' '  The  public 
schools  are  for  the  children";  they  are  wiser  now  when  they  say:  "The 
public  schools  are  for  the  whole  family. ' ' 

An  idea  seems  to  be  born  into  the  world  and  then  to  grow  almost  like 
a  human  being  before  it  reaches  a  commanding  influence.  So  this  idea 
of  the  unity  of  the  family  for  educational  purposes  has  been  years  in 
growing. 

Before  we  could  achieve  the  unity  of  the  family  we  had  to  realize  the 
unity  of  the  individual  child.  To  begin  with,  we  considered  him  only 
as  a  mind.  Later  we  concerned  ourselves  also  with  his  moral  nature 
and  added  "morals  and  manners"  to  the  curriculum.  John  and  Mary 
might  come  to  school  breakfastless,  dirty,  half  blind,  and  troubled  with 
adenoids,  and  we  did  not  feel  that  we  could  do  anything  about  it.  It 
was  not  that  sympathetic  teachers  did  not  view  these  conditions  with 
sorrow,  and  with  the  realization  that  John  and  Mary's  minds  were 
hampered  thereby.  It  was  only  that  dealing  with  such  matters  was  not 
considered  a  legitimate  part  of  school  activity.  Little  by  little  we  have 
made  John  and  Mary's  bodies  our  concern — their  recreation,  their  home 
life,  everything  about  them.  We  will  probably  find  still  more  to  do  for 
them  in  the  future — nor  can  we  do  too  much. 

Meanwhile  we  have  gradually  been  taking  some  account  of  the  remain- 
der of  the  family.  Now,  where  our  school  systems  are  progressive,  we 
have  little  brother  and  sister  in  the  kindergarten  and  the  wee  babies 
thrive  in  the  day  nursery  when  the  mothers  are  away  at  labor.  We 
have  "continuation  schools"  for  the  big  brother  and  sister  at  work. 
The  father  is  drawn  into  evening  school  and  the  Civic  Center,  either  to 
learn  English  or  to  enliven  the  end  of  the  toiler's  day  by  introducing 
interests  and  diversions. 

Thus  we  have  reached  out  for  every  member  of  the  family  except  the 
mother.  We  have  taken  it  for  granted  that  the  foreign  mother,  par- 
ticularly, was  practically  hopeless.  She  was  a  queer,  outlandish  thing, 
who  could  only  learn  through  asking  of  her  children  at  home,  and  not 


♦The  above  is  an  address  delivered  by  Mr.s.  Amanda  Matliews  Cliaso,  as  a  special 
representative  of  the  Commission  of  Immigration  and  Housing,  at  a  joint  session  of 
the  National  Congress  of  Mothers  and  the  Parent-Teachers  Association  at  Oakland, 
California,  in  1915.  This  address  was  prepared  at  the  suggestion  of  the  Commission 
and  it  so  admirably  states  the  Commission's  position  that  it  is  here  reproduced  in  full. 


6  Tin;  IK  (Mi:  'ri;A(;iii;i{. 

iiiiu'li  even  lliiis.  Wv  liavr  iiol,  Ix'cn  so  iiiikind  !is  to  Ijold  llic  coiLscioiis 
llionj,'l)t,  l)ut  we  have  i-cally  lurilly  takon  it  for  ^rantod  that  slif;  wiw  a 
Tiatiiral  obstructionist,  and  that  whon  death  ronioved  her,  the  family 
coidd  move  on  much  more  victoriously  to  Americanization. 

Now,  in  California,  we  are  taking  this  next  logical  step  willi  our 
Home  Teachers'  Law — to  educate  the  mother.  The  home  teacher  is  a 
mother's  special  instructor.  To  be  sure,  the  law  says,  "for  children 
and  adults";  but  the  mother  always  shares  gladly  with  her  children, 
and  so  will  it  be  in  this  case. 

The  Commi.ssion  of  Immigration  and  Housing  is  very  grateful  to  the 
Mothers  C'ongi'css  and  Parent-Teachers  Association  for  their  earn(?st 
support  of  this  Home  Teachers  Bill.  Now  their  assistance  is  needed  in 
putting  the  law  into  operation.  We  hope,  first,  that  they  will  use  their 
iuHuence  to  have  home  teachers  installed  in  their  communities.  Sec- 
ondly, after  the  teachers  are  at  tlicir  posts,  we  hope  that  these  associa- 
tions will  hold  np  their  hands  in  the  woi-k,  for.  more  than  any  other 
teachers,  do  they  need  assistance. 

Suppose  a  home  teacher  went  forth,  merely  with  her  unaided 
resources,  to  do  the  work  outlined  by  this  law.  In  each  home  she  would 
find  a  problem;  in  one,  economic  difficulties;  in  another,  sickness;  in  a 
third,  perhaps,  that  Americanized  children  have  slipped  from  the  con- 
trol of  their  nn-Americauized  parents.  What  could  she  do  alone  luit 
break  her  heart  over  the  ills  she  could  not  help  ?  She  needs  behind  her, 
not  only  the  school  system,  but  all  organized  helpfulness — in  which  the 
Parent-Teachers  Association  holds  an  important  place. 

She  must  enter  these  homes  as  an  envoy  fi-oiii  the  schools,  frr.in  ilic 
community,  from  the  State  of  California. 


COMMISSION   OP   IMMIGRATION   AND    HOUSING. 


WORKING  PLANS  FOR  THE  HOME  TEACHER.* 

The  text  is  the  plain  and  simple  law  passed  by  the  1915  California 
Legislature.  The  measure  was  draughted  and  proposed  by  the  State 
Commission  of  Immigration  and  Housing.  On  the  initiative  of  the 
State  Federation  of  Women's  Clubs,  it  was  endorsed  by  the  "Women's 
Legislative  Council,  which  worked  for  it  most  earnestly.  It  received 
the  Governor's  signature  on  April  10th  and  became  operative  on 
August  8,  1915. t 

We  of  the  Coast  feel  it  to  be  a  momentous  and  far-reaching  piece  of 
legislation.  Not  that  we  claim  to  have  invented  the  Visiting  Teacher. 
Under  many  names,  she  is  already,  in  a  modified  form,  part  of  the 
public  school  system  in  several  cities  of  the  United  States.  She  is 
employed  by  the  Indian  Service,  who  call  her  a  field  matron,  while  the 
Indians  call  her  "the  going-about  woman"  and  wait  for  her  with  their 
troubles.  We  do  claim,  however,  that  California  leads  in  giving  the 
movement  state-wide  backing. 

All  honor  to  the  devoted  volunteers  who  have  shown  what  could  be 
accomplished  in  favored  spots,  such  as  the  immediate  neighborhoods  of 
social  settlements.  At  the  same  time,  they  have  demon.strated  the 
inadequacy  of  private  philanthropy  to  meet  the  whole  situation.  ]\Iuch 
of  this  semi-private  institutional  work  has  reached  its  seed-time,  a  noble 
seed-time,  for  it  has  sown  itself  into  the  public  conscience  and  the 
fruitage  therefrom  is  the  enlistment  of  municipalities  and  states  to 
undertake  this  same  labor  adequately.  They  bring  to  the  work  two 
inestimable  advantages — one  the  resources  and  organization  to  make  it 
universally  effective,  the  other  the  gain  of  lifting  it  from  being  the 
acceptance  of  kindness  bestowed  by  one  social  class  upon  another  to 
the  fine  democratic  level  of  communal  possession.  Thus  the  home 
teacher  is  employed  by  the  people,  and  to  the  people  her  services  are 
due — not  donated.  This  latter  consideration  is  one  on  which  the 
iMothers  Congress  has  expressed  itself  strongly  and,  because  the  Mothers 
Congress  and  Parent-Teachers  Association  is  the  one  woman's  organiza- 
tion which  recognized  the  family  as  the  unit,  it  is  to  this  organization 
that  the  Commission  of  Immigration  and  Housing  looks  for  co-operation 
in  launching  this  pioneer  effort — the  energizing  of  this  educational 
activity. 


*The  above  plans  were  prepared  by  Mrs.  Amanda  Mathews  Chase  in  conjunction 
with  members  of  the  Commission.  Mrs.  Chase,  as  the  representative  of  the  Com- 
mission, presented  these  plans  before  the  Elementary  Education  section  of  the  Fifty- 
third  Annual  Convention  of  the  National  Education  Association. 

tSee  page  4  for  act  in  full. 


8  'I'llI';    IIOMIO    TKACUKK. 

Tlic  i)i'c.s.siii^f  nerd  lor  I  lie  Ikuih'  tcaclicr  is  in  llif  roi'('i|_'ii  qiiarli-rs  of 
cities,  since  irnnii^r;iiit  ('diiciition  is  ;it  pi-cscnt  a  critical  issue  between 
the  Uiiilcd  Stales  and  destiny.  As  rai)idly  as  may  be,  li(j\vcvcr,  she 
will  be  placed  in  all  conji^estcd  districts.  Our  present  bill  allows  no 
more  than  this,  but  the  work  will,  in  time,  demand  its  logical  extension 
to  wherever,  in  town  or  villaj^c,  livinf;  conditions  and  domestic  ideals 
Tall  short  of  our  American  standards. 

But  all  Ih.it  will  be  another  story  when  it  hai)pcns.  In  blazing  trails 
for  our  (irst  year's  effort,  wo  need  consider  oidy  wluit  the  home  teacher 
can  do  in  and  for  a  congested  neighborhood. 

The  new  law  broadens  our  base  of  activity  in  such  a  school  district. 
Heretofore  the  cry  h.as  been  "Americanize  the  children  and  they  will 
Americanize  the  home!"  This  topsy-turvy  method  Hies  in  the  face  of 
natural  social  evolution.  What  it  has  brought  into  the  home  is  con- 
fusion and  often  disaster,  since  un-Americanizod  parents  lose  control 
over  their  Americanized  children  who  consequently  are  liable  to  fall  into 
lawless  ways  and  frequently  bring  up  as  delinquents  before  the  Juvenile 
Court. 

The  fault  docs  not  lie  in  giving  the  children  too  much  education,  but 
in  dividing  the  family  against  itself  by  bestowing  too  little  on  its  other 
members. 

Latterly  we  have  been  more  assiduous  about  gathering  the  foreign 
fathers  into  evening  schools  and  we  have  still  more  sweeping  efforts  in 
contemplation  for  this  severely  important  labor. 

The  immigrant  mother,  however,  has  been  left  almost  entirely  out  of 
account.  We  have  ignored  the  natural  home-maker  and  yet  tried  to 
Americanize  the  home.  We  now  see  our  error  and  are  undertaking 
here  in  California  to  educate  the  entire  family  instead  of  discriminating 
against  that  important  member,  the  mother. 

The  degree  of  success  which  we  shall  be  able  to  achieve  depends 
largely  on  the  working  plans  with  which  we  put  our  now  law  iuto  actual 
execution.  The  act  is  as  explicit  as  it  is  the  business  of  such  a  law  to  be. 
Its  very  elasticity  is  in  its  favor  if  we  have  the  wisdom  to  use  that 
property  wisely  in  fornnilating  our  corollaries. 

For  corollaries,  we  must  have.  A  compulsory  education  law.  for 
instance,  is  not  intended  to  take  the  place  of  a  course  of  study  and  a 
school  program.  Even  so,  our  home  education  law  nuist  be  supple- 
mented by  instructions  to  home  teachers  regarding  the  presentation  of 
the  designated  subjects,  these  instructions  roughly  corresponding  to  the 
grade  teacher's  course  of  study.  The  home  teacher  .should  also  be  pro- 
vided with  a  program,  even  though  it  be  an  india-rn1>ber  one  able  to 
stretch  indefinitely  at  the  pull  of  emergency. 


COMMISSION    OP   IMMIGRATION   AND   HOUSING.  9 

It  is  not  desirable  that  the  school  district  have  two  heads.  We  believe 
that  the  status  of  the  home  teacher  is  that  of  a  specialist  responsible  to 
the  principal  of  the  public  school  with  which  she  is  connected ;  that  she 
should  be  part  of  the  tield  force  of  an  elastic  system. 

While  the  bill  is  noncommittal  on  the  point,  it  seems  natural  to  speak 
of  the  home  teacher  as  feminine  since  most  of  the  activity  outlined  is 
such  as  would  naturally  be  assigned  to  women.  There  is  in  the  field, 
however,  place  for  a  smaller  number  of  men  to  attend  to  certain  phases 
of  the  work,  particularly  along  the  survey  line,  finding  out  where  the 
men  and  boys  spend  their  evenings  and  their  money — whether  or  not 
and  why  the  saloon  is  the  pleasantest  spot  in  the  district — dealing  with 
men's  lodging  houses  and  rendering  other  valuable  service  along  lines 
not  practicable  to  women — connecting  every  abiding  place  with  the 
school. 

Now  to  indicate  sketehily  a  tentative  working  program  for  a  home 
teacher. 

It  would  be  quite  natural  for  her  to  wish  to  be  at  her  public  school 
before  nine  o'clock  in  order  to  confer  with  the  principal  and  teachers 
regarding  any  special  children  whose  homes  there  are  immediate  and 
particular  reasons  for  visiting. 

The  forenoon  would  just  as  naturally  be  passed  in  making  these  visits 
and  others  on  her  own  initiative. 

At  every  house  her  first  endeavor  should  be  to  win  the  friendship  and 
confidence  of  the  mother.  These  visits  must  be  unhurried.  If  the 
visitor  is  being  initiated  into  the  very  heart  of  some  particular  home, 
its  problems  and  difficulties,  that  is  her  time  to  hear  the  whole  story 
even  though  she  gets  no  farther  that  forenoon. 

The  home  teacher,  like  the  family  doctor  and  the  family  pastor,  is  to 
be  a  real  and  intimate  possession  of  the  family.  May  she  be  endowed 
with  wisdom  and  grace  to  be  worthy  of  this  high  phase  of  her  ])ro- 
fession  and  may  she  emulate  doctor  and  pastor  in  her  sense  of  the 
sacredness  of  confidence.  She  must  refrain  from  making  the  morning's 
experiences  the  theme  of  racy,  gossiping  narratives  to  entertain  her 
friends  or  fellow  workers.  She  will,  surely,  never  use  the  word 
"slum,"  and  will  be  chary  of  the  word  "case."  We  would  not  like  to 
be  "cases,"  not  even  to  the  angels  of  Heaven,  nor  would  we  appreciate 
hearing  those  same  angels  refer  to  their  earthward  fliglits  as  "slumming 
expeditions." 

The  opening  wedge  into  many  family  situations  will  be  "attendance 
and  the  preparation  therefor."  Indeed,  one  of  our  prominent  Cali- 
fornia educators  rejoices  in  the  home  teacher  as  a  "glorified  attendance 
officer."     To  read  backward  into  the  causes  wh}-  the  children  of  some 


10  Till':   iitiMK  'n;Aciii:K. 

p.irl  iciil;ir  r.iiiiily  ;ill('ii(l  .srlmo]  irrcunhirly,  or  in  poor  |»liy.sii';il  gon- 
dii ion,  is  to  cliai^'Mosc  llie  weakness  and  perhaps  llie  tragedy  of  that 
family  preliminary  to  tlie  work  of  social  reeonslrnetion. 

^^)r  this,  tile  liomc!  leaelier  will  naliirally  call  to  her  aid  the  various 
ameliorativo  aj^oncies  of  the  eomnninity,  the  charities,  district  niirso.s 
and  th(>  like,  as  the  need  of  their  servii-e.s  is  indicated  l^y  her  investiga- 
tions. She  nnist  not  licrself  be  connected  in  people's  minds  with  the 
bestowal  of  material  pifts.  She  will,  however,  liave  some  share  in  prob- 
lems of  employment  since  she  will  naturally  come  to  know  .something  of 
th(>  (piality  of  the  workers — who  can  be  relied  upon — who  have  proved 
unemployable;  for  she  must  ktiow  her  field  every  month  of  the  school 
year. 

Realizing  the  narrow,  limited  lives  of  many  foreign  women  in  this 
country,  she  will  make  every  effort  in  her  power  to  connect  them  with 
the  municipal  centers  of  recreation,  playgrounds,  parks  and  libraries. 

Juvenile  difficulties  w'hich  the  home  teacher  is  endeavoring  to  settle 
out  of  court  should  take  precedence  of  all  other  business.  It  is  in  ways 
like  this  that  the  need  of  a  flexible  program  is  apparent.  It  mast  allow 
her  to  adapt  herself  to  the  necessities  of  her  own  particular  neighbor- 
hood. It  must  give  her  liberty  in  hours  and  in  days  that  her  people 
may  be  served.  It  must  not  prevent  her  throwing  herself  into  any 
emergency  she  comes  across.  She  should  be  permitted  to  relinquish  it 
only  when  proper  assistance  is  available. 

So  much  for  the  morning.  Let  us  now  consider  the  afternoon. 
Every  school  located  in  such  a  neighborhood  as  will  require  the  services 
of  a  home  teacher  should  have,  as  part  of  its  equipment,  a  "school 
cottage"  or  its  equivalent  in  housekeeping  rooms  within  the  school 
building.  This  must  be  a  model  American  home,  small  but  complete, 
attractive,  but  simple  and  inexpensive. 

During  the  forenoons,  this  cottage  can  be  used  in  connection  with  the 
grade  work  in  domestic  science.  But  afternoons  it  should  be  entirely 
at  the  disposal  of  the  home  teacher.  We  doubt  the  advisability  of  her 
actually  living  here,  as  it  is,  after  all,  only  a  modified  schoolroom,  and 
the  teacher  must  keep  in  human  touch  with  the  outside  world;  but 
decidedly  it  should  be  her  official  residence.  Here  she  should  be  dis- 
tinctly a  hostess,  welcoming  the  mothers  as  into  her  own  home. 

The  cottage  itself  will  be  a  vital  object  lesson.  How  can  we  expect 
a  foreign  woman  to  imitate  a  variety  of  house  furnishing  and  house- 
keeping which  she  has  never  seen  1  Here  is  something  intelligible  to  go 
home  and  copy.  Hence  the  ultimate  ideal  for  the  afternoon  work  will 
be  to  have  it  conducted  for  groups  of  mothers  assembled  in  the  cottage 
every  school  day  but  Friday;  Friday  afternoons  being  reserved  for 
special  uses. 


COMMISSION    OF    IMMIGRATION   AND   HOUSING.  11 

At  the  cottage,  the  home  teacher  may  be  assisted  by  the  special 
teachers  of  sewing,  cooking  and  music.  In  addition  to  being  hostess, 
she  herself  will  teach  English,  civics,  sanitation  and  other  subjects. 
Weaving  may  be  included  in  the  cottage  instruction.  The  home  teacher 
should  interest  herself  in  fostering  such  handicrafts  as  she  finds  the 
people  have  brought  from  their  own  countries  and  in  connecting  them 
with  a  market  for  their  w^ares. 

The  sewing  should  be  practical  and  include  garment  making,  mending 
and  making  over. 

The  cooking  taught  in  the  "real  kitchen"  of  the  cottage  should  be 
confined  to  simple  wholesome  dishes.  About  once  a  month  each  cook- 
ing class  should  jointly  prepare  a  complete  dinner,  set  it  forth  on  a 
white  table  cloth  with  flowers  in  the  center  of  the  table  and  partake 
of  the  feast.  Yet  nothing  must  be  too  fine  and  elaborate  for  home 
copying. 

In  teaching  civics  to  foreigners,  the  heart  must  be  appealed  to  C|uite 
as  much  as  the  understanding.  The  fundamental  principles  of  our 
government  are  such  as  to  arouse  patriotism  when  properly  presented. 
These  impressions  should  be  deepened  by  hero  tales,  patriotic  songs 
and  flag  exercises. 

The  teaching  of  English  to  adult  foreigners,  many  of  whom  are 
illiterate  in  their  own  tongue,  is  a  fine  pedagogical  art  with  a  psy- 
chology of  its  own.  The  instruction  must  be  live,  practical,  interest- 
ing, even  dramatic.  For  some  lessons  the  teacher's  table  will  be  a 
miniature  grocery  store  where  brisk  trading  is  carried  on.  Others  will 
introduce  games,  songs  and  dialogues.  In  addition,  every  class  con- 
ducted at  the  cottage  must  assist  the  women  in  acquiring  the  Englisli 
language.  In  English  they  must  cook  and  sew,  sing  and  weave,  and 
the  Home  Teacher  must  recognize  and  appeal  to  the  dramatic  spirit 
of  a  play  folk. 

Now  to  dispose  of  the  left-over  Friday  afternoons.  Let  them  crown 
the  labor  of  the  weeks. 

One  should  be  for  a  "Mothers  Day"  celebration  in  the  assembly 
room  when  all  the  mothers  of  all  the  groups  are  entertained  with  a 
program  furnished  by  a  different  grade  each  montii.  There  should 
be  an  address  of  welcome  by  a  pupil,  songs  and  recitations  honoring 
motherhood.  After  the  program,  the  mothers  are.  invited  to  inspect 
a  display  of  pupils'  work.  Refreshments  are  served  by  tlie  children. 
The  lesson  of  seeing  tlieir  parents  the  honored  guests  of  the  school  is  a 
wholesome  one. 

Another   Friday   aftcrnooji    is   nrodcd   for  an    "At   Home"   in    Ihe 
scliool  cottage  when  the  motliers  may  display  their  handcraft,  excliangc 
lace  patterns,  sing  folk  songs  and  fed  almost  as  if  llioy  had  enjoyed 
an  afternoon  back  in  the  far  lands  fi-oiu  which  they  came, 
a— 21G17 


I'J  TIIK    Ilo.MI';    TKACIIKU. 

The  rcMuiiniiig  Friday  afternoons  could  he  given  over  to  a  Hpeeial 
variety  of  visiting — the  distinctly  social  call,  only  long  enough  for  the 
cx('li;nif,'o  of  amenities.  Tliat  those  calls  const ilnte  a  tour  of  inspection 
looking  for  evidence  of  cotl;ige  instruction  in  the  houses  will  he  the 
Home  Teachers'  professional  secret.  All  improvements  will  be  nottil 
with  heartfelt  praises.  If  the  visitor  has  added  some  special  touches 
to  her  dress,  it  will  contribute  to  the  joyous  spirit  of  the  occasion.  As 
to  her  ordinary  costume,  let  it  be  like  that  of  other  teachers.  Tier 
working  gowns  can  easily  be  simple  and  sanitary  without  emphasizing 
these  qualities  to  a  conspicuous  degree.  Every  family,  native  and 
foreign,  should  be  visited,  but  necessity  should  place  the  emphasis. 

The  home  teacher  may  reasonably  be  rctjuired  to  sj)ond  one  evening  a 
week  at  her  civic  center,  and  thus  she  can  do  much  to  keep  the  neghbor- 
hood  in  touch  with  the  advantages  there  offered  them. 

Finally,  those  who  enter  this  splendid  pioneer  field  must  realize  the 
unity  underlying  the  few  and  simple  provisions  of  the  Home  Teacher 
Bill.  The  general  aim  for  these  next  years  is  to  put  immigrant  mothers 
in  command  of  their  own  situation  by  correlating  them  with  the  best 
America  has  to  offer.  Hence  no  visit  nor  lesson  can  be  limited  or 
literal  in  its  import.  It  must  open  out  beyond  itself  into  the  vision  of 
the  whole  achievement. 

REFERENCE  BOOKS  FOR  TEACHERS. 

The  House  in   Iloni-y  Street.     liillian   W:ikl. 

I'racticivl    Ilomemaking. 

A   Second   Course   in   Ilomemaking.     Mable  Hyde   Kittredge. 

Social   Aspects  of  Education.  '  Irving  King. 

MAGAZINES. 

Immisrauts.     Tn    American   Review.     0."»   Madison   Ave..    New   York. 
The  Survey.     105  East  Twenty-second  St.,  New  York. 


COMMISSION    OF    IMMIGRATION    AND    HOUSING.  13 


SUGGESTIONS  FOR  TEACHERS. 

To  be  of  practical  use,  language  must  come  to  the  tongue  auto- 
matically when  needed.  Hence  the  teacher  should  employ  endless  drill 
and  constant  reviews.  These,  however,  should  be  conducted  with  so 
much  vivacity  and  variety  that  the  pupil  has  no  sense  of  monotony. 

Never  fail  to  use  actual  objects  whenever  possible. 

Encourage  pupils  to  recite  with  dramatic  gesture  and  expression. 
These  are  of  the  greatest  assistance  to  memory. 

The  course  is  divided  into  four  series  of  ten  lessons.  Each  series 
should  be  thorough^  mastered  before  the  next  is  attempted. 

The  First  Series  begins  with  household  actions  and  objects.  It  leads 
to  the  purchase  of  staples  at  a  grocery  store.  During  the  latter  lessons, 
a  "play  store"  should  be  conducted.  At  the  close  of  the  series  each 
pupil  of  the  group  must  be  able  to  make  purchases  in  English. 

In  connection  with  this  series,  the  teacher  should  know  the  market 
prices  of  groceries  and  compare  with  what  pupils  are  paying  to  see  if 
they  are  being  cheated.  In  presenting  the  lessons  the  real  prices  should 
be  used  to  familiarize  the  mothers  w^th  actual  values. 

Similarly,  the  Second  Series  leads  to  the  dry  goods  store.  The 
teacher  should  be  equipped  with  dolls  dressed  in  a  model  manner,  so 
that  they  may  be  instructive  in  more  ways  than  language.  Also  these 
dolls  should  be  provided  with  nightgowns  which  should  be  put  on  and 
off  during  lessons. 

The  baby  doll  should  have  a  basket  of  additional  clothes,  showing  a 
small  but  complete  outfit  of  necessities  for  an  infant. 

The  Third  Series  has  for  its  unit  the  expression  of  personal  feelings 
and  family  relations.     It  leads  to  the  social  visit. 

The  Fourth  Series  deals  with  the  immigrant  mother's  contact  witli 
her  American  environment  in  other  waj's  than  purely  commercial. 

This  series  is  composed  of  "Primer  Lessons"  intended  for  memorizing 
or  dialogues. 

From  them  a  "graduating"  program  may  be  arranged  to  celebrate 
completion  of  this  course. 

Where  pronouns  are  not  all  given  in  verb  series,  the  teacher  may 
supply  thorn  for  oral  drill. 

Each  lesson  must  be  first  taught  as  ORAL  English.  A  lesson  must 
NOT  be  used  for  reading  and  writing  until  perfectly  mastered 
orally. 


14  '11  IK  iio.Mi';  'ri;.\(;iii;K. 

FIRS'J^  SKRIES. 


First  Lesson. 

Good  afternoon. 
How  do  you  do  'i 
Very  well,  tliniik'  yon. 


What  is  this? 
This  is  a  chair 
What  is  tliis  .^ 
^riiis  is  a  tabUv 


What  is  that? 
That  is  a  bed. 


I  cook. 


I  wash. 


I  sweep. 


I  mop. 


I  sew. 

1,2,3,4,5 


COMMISSION   OP   IMMIGRATION    AND    HOUSING. 

How  many  chairs? 
How  many  tables  ? 
How  many  beds  ? 

Goodbye. 


15 


Second  Lesson. 


$1.00         $.50        $.25         $.10        $.05 


We  cook. 


We  wash. 


We  iron. 


We  sweep. 


We  mop. 


We  sew 


IG 


11  IK    IKtMK    TKACIIKU. 


Yoli  cook. 


-r.-iy  yC-^-g^ 


i:r^ 


You  wash. 


-zyry^^yfy 


y^^.«i^-^C^ 


You  iron. 


P 


You  sweep. 


You  moi3. 


^.^^^p^^^^^-^^zy 


You  sew. 


1, 


"I         ^i 


4,         5,         G,         7,         8,         9,         10. 


COMMISSION   OP   IMMIGRATION   AND   HOUSING. 


17 


They  cook. 


They  wash. 


They  iron. 


They  sweep. 


2^ 


They  mop. 


They  sew. 


18 


'nil':   iKi.MK  •ri;.\<;iii;u. 


Third  Lesson. 


jxHiiid  (|iuirt  j)iiit 

She  cooks.       ^^^^^^^^C-^^/C-^^^^^-^fc^ 


Mary  cooks. 

Mary  washes. 

Mary  irons. 

Mary  sweeps.      //Zt^^yt.^-^, 

Mary  mops. 

Mary  sews. 


1,         2,         3,         4,         5,         6,         7,         8,         9,       10, 
11,       12,       13,       14,       15,       16,       17,       18,       19,       20. 


COMMISSION   OF   IMMIGRATION    AND   HOUSING. 


19 


Fourth  Lesson, 
water  milk  bread  meat  beans 


Do  you  cook? 
Yes,  I  cook. 

Do  you  sweep? 
Yes,  I  sweep. 

Do  you  wash? 
Yes,  I  wash. 

Do  you  iron? 
Yes,  I  iron. 

Do  you  mop?       ^^;?C^ 
Yes,  I  mop. 


/>^/|^^^-^^ 


Do  you  sew?       .^^f;^;^^^^.,..-^^^ 
Yes,  I  sew. 


p 


^ 


^ 


4— 21G17 


20  rm:  ih»mk  traciikr. 

Do  you  cook? 
No,  T  <lo  not  cook. 

Do  yon  wash? 


No,  I  do  not  wash. 


Do  you  iron? 
No,  I  do  not  iron. 

Do  you  sweep? 
No,  I  do  not  sweep. 

Do  you  mop? 
No,  I  do  not  mop. 

Do  you  sew? 
No,  I  do  not  sew. 

1,         2,         r>,         4,         r,,         f),         7,         8,         9,         10. 


COMMISSION   OP   IMMIGRATION    AND    HOUSING. 


21 


/ 


"^^^    '-J^  y-^^^-^^-^z^^^  ..^^>^—^^-^^ 


'^^-t^ ^.<;i^;^-^^'^^^y  r 


^l 


-^<- 


-z^    '- 


^ 


'I'lIK    iroMK    TKACIIKK. 

Fifth  Lesson. 

r^iip        i»lutc        knife        I'ork        spoon        dozon 

A  dozen  spoons.      A  dozen  eii])s.        A  dozen  I'orks. 
A  dozen  plates.  A  dozen  knives. 


'''^^E^^^/^?!^^^^-^-*^^^^^^^^-^^^^ 


Can  you  cook? 


Yes,  I  can  cook.         M-cAy,     ^J/ y^-z>t:z--7^ 


Can  you  wash  ?       ~^^g>^'^/-|^'^'^^'2^--^^^'^-2^2:<:^^^^C-^  .^ 
Yes,  I  can  wash.       /^f^^J^,    rj/  /C^^^i^-^^^ 


Can  you  iron?  ^^^:i::^.'^'^^^^^f^"^^,-.''^^^:-^:^^^-2^  . 


9 


Yes,  I  can  iron. 


Can  you  sweep?        6$^^^^^z^, 


Yes,  I  can  sweep. 


Can  you  mop? 
Yes,  I  can  mop. 


Can  you  sew?  "^^^^^^^ 


Yes,  I  can  sew.         ^^^^^y     ^  yOa^^^J^^^^^^^ 


COMMISSION    OF    IMMIGRATION    AND    HOUSING.  23 


Sixth  Lesson. 

Sunday       Monday       Tuesday       Wednesday 
Thursday      Friday      Saturday 


a^ 


today        yesterday        tomorrow 

Yesterday  I  cooked. 
Yesterday  I  washed. 
Yesterday  I  ironed. 
Yesterday  I  swept. 
Yesterday  I  mopped. 
Yesterday  I  sewed. 


^  y^-^^'-^t^^ 


^<^^^-^^^^/^^^i.d>z^ 


2J 


'I'lii:   iioMK  ti;a(;iii;|{. 


Seventh  Lesson, 
kettle        till) 


wood 


stove        i)aii 

Tomorrow  Mary  will  cook. 
Tomorrow  Mary  will  wash. 
Tomorrow  Mary  will  iron. 
Tomorrow  Mary  will  sweej). 
Tomorrow  Mary  will  mop. 
Tomorrow  Mary  will  sew. 


^^^-:^^7^ 


Mjal 


t>^i^  ^^U^Z^i^^^ 


A^<^-^^  ,.<i>^^^t-'''^^i^  ^.d^iC<z>i^ 


Eighth  Lesson, 
sugar        salt        flour        eggs        rice        cheese 


I  cook  the  eggs. 
I  wash  the  dress. 
I  iron  the  dress. 
I  sweep  the  floor. 
I  mop  the  floor. 
I  sew  the  dress. 


^A^.-^^^^'^'-^-''^^^ 


COMMISSION   OP   IMMIGRATION    AND   HOUSING.  25 

Please  cook  the  eggs. 
Please  wash  the  dress. 
Please  iron  the  dress. 
Please  sweep  the  floor. 
Please  mop  the  floor. 
Please  sew  the  dress. 


_^<^^t^^^^ 


Ninth  Lesson. 

tea        coffee        soup        butter        soap        oil 
pepper        potatoes        flour 

I  want  a  pound  of  butter. 
I  want  half  a  pound  of  tea. 
I  want  a  quart  of  milk. 


-^^^  ^a^/>-^^yt-/~^.^■'^'-^ 


26 


'I'lllO     IKt.Mr;    'I'KACIIKK. 


How  JiiiK'li   is  hulicr  today  1^ 
How  niucli  are  (?ggs  today? 


^ 


Tenth  Lesson. 

Playing    Grocery   Store. 


COMMISSION    OP   IMMIGRATION   AND   HOUSING.  27 

SECOND  SERIES. 
First  Lesson. 

Colors:         red        blue        yellow        green        brown 
purple        black        white        gray 

I  am  happy. 
I  have  money. 
I  go  to  the  store. 
I  buy  cloth. 
I  make  a  dress. 
I  like  my  dress. 


'-^^-^^^.-^v/^ 


...-^^^. 


pretty        ugly 


28  TJIK    JiOMK    TKACHKU. 

Second  Lesson. 

Kinds  of  cldlli :         cotton         linen         .silk         wool 

Mary  Ikis  mouey. 
Mary  goes  to  the  store. 
Mary  buys  cloth. 
Mary  makes  a  dress. 
Mary  likes  her  dress. 


^-^^^-€^€>^fe<^^<^^/^2^^^^^-^^-^^ 


light  blue  dark  blue 


COMMISSION    OF   IMMIGUATION    AND    HOUSING. 


29 


skirt      waist 


Third  Lesson. 

coat      cape       dress 
stockings 

I  was  happy  yesterday 

I  had  mone}^ 

I  went  to  the  store. 

I  bought  cloth. 

I  made  a  dress. 

I  liked  my  dress. 


hat      shoes 


long 


short 


narrow 


wdde 


;{()  TIIK    JfOMK    TKACIIKU. 

Fourth  Lesson. 

vest         drawers  petticoat  chemise 

iiiiion-snit  iii,<;"litii;o\vii 

I  sliall  l)e  happy  tomorrow. 


I  shall  have  money. 


I  shall  go  to  the  store. 


I  shall  buy  cloth. 


I  shall  make  a  dress. 


I  shall  like  my  dress. 


I  take  off  mv  dress. 


I  i)ut  on  my  nightgown. 


COMMISSION   OF   IMMIGRATION    AND   HOUSING. 


31 


^J^ 


'-^^-^-1^/ ^-r^^^-^- 


/? 


^^:^^ 


i^y  /-^';^^>:>..^:^^^ 


^../i^":^^  /^;?^^^^;^  ^^.^C^^i^^l 


:{2 


TIIK   IIOMK  TKAc;ni:u. 


Fifth  Lesson. 

coat        A'ost,        Iroiiscrs        shirt        iiiKlci-shii-t        (Irjiwcrs 
iiightsliii't       suit       hat       hose 

Have  you  uiouoy'? 
Yes,  I  have  money. 
I  have  no  money. 


^^z^^:^*-r^ ^-<i^9^'Z7'r^.^i^z^ 


/ 


'?^^^^^^^-^;^^ 


Has  John  money? 
Yes,  he  has  mone3^ 
He  has  no  money. 


work        pay-daj^ 


COMMISSION   OP   IMMIGRATION   AND   HOUSING.  33 

Sixth  Lesson. 

baby  baby  basket  dress  nightgown 

pinning-blanket        diaper        skirt 

I  put  the  doll  by  the  basket. 
Please  put  the  doll  in  the  basket. 


€--c 


^-^-^^ 


clean        dirty 


34  '11  IK    IKJMK    TKACIIKIt. 


Seventh  Lesson. 


y;u'(L  J'ooi  iiK'Ii  liall'-Nard  (|ii;irt('i'  <>r   v.unI 

lori^        wide 

TUa  ta))J(i  is  live  IVot  loii.i;-. 
The  floth  is  a  yard  wide. 
I  Tow  long  is  tliG  cloth  ? 
Mow  wid(^  is  tlie  table? 


^7,-^-  ..-^^-t^-<^l<^^^<i^^^ 


-it-^ 


^ 


Eighth  Lesson. 

sheet        blanket        comforter        pillows        mattress 
pillowcase        bedstead        bedspread 

I  take  off  the  dirty  sheets. 
I  take  off  the  dirty  pillowcase. 
I  put  on  the  clean  sheets. 
I  put  on  the  clean  pillowcase. 
I  make  the  bed. 


COMMISSION    OP   IMMIGRATION    AND   HOUSING.  35 


tey 


'^;^^'-^^^<^^^ 


'^^^^^^^^^;:^.^/ 


y99^' 


36 


•I'lIK    IIOMK    'I'KA(MII;K. 


Ninth  Lesson. 
l.-U'c         ciiiltrnidci-y  ril»lK»ii         1ln'ca<l 

LM),      ;;(),      10,      50,      (io,      70,      so,      90, 

Plcnso  ij^ivo  iTio  a  spool  of 
black  thread  number  forty. 


100. 


/.^^^^^^r^^/^^^-^t^ 


,.<;^^^^^<^^.^^^^;>;?^-^^^?^-'^-^:^ 


Tenth  Lesson. 


Playing   Dry   Goods  Store. 


COMMISSION    OP   IMMIGRATION   AND   HOUSING.  37 

THIRD  SERIES. 
First  Lesson. 

child        children        living        dead        years        old 
name        boy        girl 

Teacher — How  many  children  have  you  ? 

Pupil — Seven. 

Teacher — Are  they  all  living  ? 

Pupil — Seven  are  living.    Three  are  dead. 

Teacher — How  many  of  those  living  are  boys  ? 

Pupil — Five  are  boys. 

Teacher — Then  two  are  girls. 

Pupil — Yes,  two  are  girls. 

Teacher — Please  tell  me  the  names  of  the  boys. 

Pupil — Juan,  etc. 

Teacher — How  old  is  Juan  ? 

Pupil — Juan  is  eight  years  old. 

Second  Lesson. 

father    mother    husband    wife    son    daughter    brother 
sister     grandmother     grandfather     uncle     aunt     cousin 

The  brother  loves  the  sister. 
I  love  my  father  and  mother. 


•^-V^L-'^Ci 


•3i> 


'IIIK    IIOMK    'J'KACIIKU. 


Third  Lesson. 

r.'U'ls  of  tlic  ])()(!>':     licad     neck    cliest    arms    Ic^s    iiaiids 
I'cel    iijigcrs    lues    cyos    cars    tongue    nose 

I  see  with  my  eyes. 

I  hear  with  my  ears. 

I  feel  with  my  finf>fcrs. 

I  tast(i  with  my  ton.i;u('. 

I  smell  with  my  nose. 


tO--^ 


.^^;?^^;^^z: 


zy  ^^<^1^-2^^^>-. 


^^^o-j^^L^yL 


l-^-^J^^^. 


^-^^^^z^-. 


^--^^. 


'^;?^ 


Yon  see  with  yonr  eyes. 
They  see  with  their  eyes. 
We  see  with  onr  eyes. 
Maria  sees  with  her  eyes. 
Jnan  sees  with  his  eves. 


COMMISSION   OF    IMMIGRATION    AND    HOUSING.  39 


Fourth  Lesson. 

apple    orange    cabbage    turnip    sweet    sour    hard    soft 
clean    dirty    fresh    ripe    bitter    thirsty    hungry 

Verb — Like. 

Teacher — Do  you  like  apples'? 
Pupil — Yes,  I  like  apples. 

No,  I  don't  like  apples. 
Teacher — Are  you  hungry  ? 
Pupil — Yes,  I  am  hungry. 
Teacher — Is  the  orange  sweet  ? 
Pupil — No,  it  is  sour. 


Fifth  Lesson, 
lace     narrow     wide     thread-     sell     fine     coarse 

Teacher — Can  you  make  lace  ? 

Pupil — Yes,  I  can  make  lace. 

Teacher— What  size  thread  do  you  use  ? 

Pupil — For  fine  lace  I  use  number  60.  For  coarse  lace 
I  use  number  20. 

Teacher — Linen  thread  or  cotton  thread  ? 

Pupil — I  use  crochet  cotton. 

Teacher — How  much  can  you  make  in  a  da}^  ? 

Pupil — I  can  make  a  yard  of  narrow  lace.  I  can  make 
half  a  yard  of  wide  lace. 

Teacher — Do  you  sell  the  lace  ? 

Pupil — Yes. 

Teacher — For  how  much  ? 

Pupil — A  dollar  a  j^ard  for  the  wide  lace.  TTalt'  a  dollar 
a  yard  for  the  narrow  lace. 


40  'I'lll-:    IKiMK    TKACMKK. 


Sixth  Lesson. 


clock      w.'ilcli       lioiii-      inimijc      cai'ly      hite      tardy 
iiiL:,iil       (lay      sdionl       sleep       wake 

What  time  is  Hi 
Tt  is  nine  o'clock. 


^ 


Seventh  Lesson. 

house       roof       room  '    wall       window       door       ceiling 
landlord        rent        fair        too  high 

This  house  has  three  rooms. 

This  room  has  two  windows  and  one  door. 

The  rent  is  too  high. 

The  landlord  must  mend  the  roof. 


COMMISSION   OP   IMMIGRATION    AND   HOUSING. 


41 


^^^-^^ 


42  TIIK    IIOMK   TKACITRR. 

Eig-hth  Lesson. 

spriiii;'      siiiniiici'      .-ml  iiiiiii      wiiitci*      sun      moon      stars 

'I'lic   \vc;illici-   is   not   w;iriii. 

The  day  is  cold. 

It  rains. 

The  sun  docs  no<   sliino. 


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Ninth  Lesson. 

January     February     March     Aj)ril     May     June     July 
August    September    October    November    Deceniltcr 

When  is  yonr  birthday'? 
My  Ijirtlulay  comes  the 
twentieth  of  October. 


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Tenth  Lesson. 

Let   us   play   at    Making   Visits. 


COMMISSION    OF   IMMIGRATION    AND    HOUSING.  43 

FOURTH  SERIES. 

First  Lesson. 

Patriotism. 

I  love  the  American  flag. 

It  is  my  flag  now. 

I  love  its  stars  and  stripes. 

This  flag  gives  us  protection  and  lilierty. 

My  hnsband  honors  it. 

We  teach  our  children  to  love  the  flag. 

Salute. 
This  is  my  flag ; 
It  stands  for  my  comitry; 
I  will  love  my  flag 
And  be  true  to  ni}^  country 
as  long  as  I  live. 

Second  Lesson. 

Street-car. 

[Teacher  arranges  chairs  to  represent  two  street-cars. 
Assign  a  pupil  to  be  conductor  for  each  car.] 

Pupil — I  am  going  to  visit  a  friend.  I  put  on  my  hat. 
I  go  to  the  corner.  I  stop  the  car.  I  get  on.  I  pay  my 
fare.  [To  conductor.]  Please  give  me  a  transfer  to 
Grand  Avenue.  [Conductor  gives  transfer.]  Where  do 
I  change? 

Conductor — Temple  Block.   [Pupil  seats  herself  in  car.] 

Conductor — [Calls.]  Temple  Block!  [Pupil  gets  off 
and  enters  other  car,  giving  transfer  to  that  conductor.] 

Pupil — I  want  to  get  off  at  Ninth  Street.  Please  call  it 
for  me. 

Conductor — All  right.     [Pause.]     Ninth  Street! 

Pupil — Thank  you.     [Gets  off  car.] 


44  'iiir;   iio.Mi.;  'ri:Ariii:ij. 


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COMMISSION    OF   IMMIGRATION    AND    HOUSING,  45 

Third  Lesson. 

A  house  must  not  be  damp. 

We  need  many  windows. 

Dark  rooms  are  very  bad  for  the  health. 

We  must  keep  out  flies  with  screens  l)ecause 

flies  bring  sickness. 
Stale  garbage  is  dangerous. 
A  clean  house  is  a  good  doctor. 


Fourth  Lesson. 

In  the   Park. 

[Teacher  has  setting  of  this  lesson  as  apj)ropriate  as 
possible.] 

First  Pupil — Let's  go  to  the  park. 

Second  Pupil — Yes,  I  am  very  glad  to  go. 
[They  cross  room.] 

First  Pupil — Now  we  are  in  the  park. 

Second  Pupil — The  park  is  beautiful. 

First  Pupil — See  the  flowers ! 

Second  Pupil — Yes,  and  how  sweet  they  smell. 

First  Pupil — Hear  the  birds ! 

Second  Pupil — I  love  to  hear  the  birds  sing. 

First  Pupil — The  sun  is  warm  and  bright. 

Second  Pupil — The  grass  and  trees  are  green. 

First  Pupil — I  must  go  home  and  get  supper  for  my 
husband. 

Second  Pupil — So  must  I.     Let  us  go. 
[Tliey  return  to  places.] 


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COMMISSION    OF    IMMIGRATION    AND   HOUSING. 


47 


Fifth  Lesson. 

We  must  eat  good  food. 

We  must  drink  good  water. 

We  must  have  good  milk. 

We  must  bathe  often. 

We  must  sleep  with  our  windows  open. 

We  must  not  stay  in  the  house  all  the  tune. 


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IS  IJII,    lloMIC   TKACIIKU. 


Sixth  Lesson. 


I''ii;si  Ti  III.  I  w  rile  a  letter.  I  |iiit,  it.  in  an  ('iiveloix;. 
I  write  the  address.  I  liavo  no  stamp.  I  ^o  to  the  Post 
( )riiee.     I  ( loes  to  '*  P.  (). "  I      I  want  a  stamp  for  this  letter. 

Skcom)  INi'ii.  I  Looking  at  lettei-.]  Yn\\  need  a  five- 
ee)it  stani|>. 

I''ii;si-  1*1  ni,  lllaiids  out  money,  receives  stamp,  puts 
il  oil  lettei'.  I      Where  do  I  ma i I  iiiv  letter ? 

Sk('()M>   I'i  I'll.-   Ovei-  there.     |  Imlieates  mail  slot.] 

PinsT  i'l  rii,-Thaidv  yon.     [Mails  letter.] 


Seventh  Lesson. 

Visiting   the   School. 

[Kstahlish  one  pupil  as  Teac-lier  with  dolls  to  rei>resent 
children.] 

First  Pui'iii — I  am  going  to  visit  the  .school.  [Crosses 
to  school.] 

Second  Puj'IL — Uood  afternoon.  T  am  very  glad  to  see 
yon.     AVill  yon  have  a  seat? 

First  Ptpil — [Seats  herself.]  Thank  yon.  My  son 
J  nan  is  in  yonr  school.     Is  he  a  good  boy? 

Second  Pupil — Yes,  he  is  a  good  boy. 

FiKST  PiiML — Does  he  stndy  hard  ! 

Second  PrriL — Yes,  he  stndies  hai-d.  He  is  a  line  boy. 
1  like  to  have  him  in  my  school. 

First  Pupil — Thank  yon  very  nmcli.  ^ly  Inisbaiid  is 
l)rond  of  the  l)oy.     We  hope  he  will  make  a  fine  man. 

Second  Pupii^ — T  am  snre  he  will. 

First  Pupil — [Rising.]     I  will  go  now.     (ioodbye. 

Second  Pupii^ — I  thank  yon  for  coming.  I  am  always 
glad  to  see  the  parents  of  my  pnpils.     Goodbye. 


COMMISSION    OP   IMMIGRATION    AND    UOUSING.  49 

Eighth  Lesson. 

FiEST  Pupil — I  want  to  work. 
Second  Pupil — What  can  you  do  ? 
FiEST  Pupil — I  can  wash  and  iron. 
Second  Pupil — What  else? 

FiEST  Pupil — I  can  wash  windows  and  clean  house. 
Second  Pupil — Can  you  cook  ? 
First  Pupil — I  can  do  plain  cooking.    ^ 
Second  Pupil — What  wages  do  you  want  ? 
First  Pupil — Two  dollars  a  day. 
Second  Pupil — What  l)y  the  month  ? 
First  Pupil — Twenty-five  dollars. 
Second  Pupil — What  by  the  hour  ? 
First  Pupil — Twenty-five  cents. 

Second  Pupil — Will  you  come  to  my  house  Monday  to 
wash  ? 

First  Pupil — Gladly. 

Second  Pupil — I  shall  expect  yuu.     Goodbye. 

Ninth  Lesson. 

Tea  table  attractively  spread — actual  refresliment. 

First  Pupil — I  am  expecting  company  to  tea.  The  tea 
is  in  the  teapot.  The  cake  is  on  the  plate.  Here  comes  my 
friend.     Good  afternoon. 

Second  Pupil — Good  afternoon. 

First  Pupil — I  am  glad  to  see  you. 

Second  Pupil — Thank  you.  [She  removes  hat,  which 
hostess  puts  away.] 

First  Pupil — Sit  down  and  we  will  have  our  tea. 
[Pours  tea.]     Do  you  take  cream  and  sugar  or  lemon? 

Second  Pupil — I  take  sugar  but  no  cream. 

First  Pupil — Will  you  have  cake  ? 

Second  Pupil — Thank  you.  [Takes  cake.  Hostess 
serves  herself.  They  take  their  cake  and  tea  to  a  little 
distance  and  two  other  pupils  use  the  tea  table  in  similar 
manner.] 


50  'I'lii';   iioMK  'I'lvNciiii;. 

Tenth  Lesson. 

A\'<»i'(ls  i\]u\  iiiiisir  (>r  '' AiiK  ricji.'" 

Supplctncntarij. 
Otlicr  solids,  such  as  "  IIoiiic,  Sweet  ironic." 

frames. 

Vov  instance,  anani;!'  as  for  spelling  matfli,  only  instead 
each  coutestaiit  must  name  an  I^^nulish  woivl.  Tjatei",  sen- 
tenees  may  be  required. 


This  book  is  DUE  on  the  last  date  Htamped  below 


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